This course involves students & supervising academic staff from the ANU College of Law (CoL) collaborating with students & supervising academic staff at a law school in a developing country. The choice of developing country and the choice of partner law school will be at the discretion of the CoL, and will be a function of CoL partnerships with developing country law schools, ANU international strategy, relevance to unit learning outcomes and assessments, and safety.

The collaboration will involve research of topics in the chosen developing country, with the topics adopted in coordination with the academic staff of the partner law school. Collaboration will occur in English. Topics will relate to Law & Development, with potential issues including, but not limited to, rule-of-law, justice, access to justice, professional ethics, human rights, gender rights, LGBTQI+ rights, indigenous rights, environmental law, and social justice.

The course aims to

• give students a clinical experience in a developing country, so as to see first hand the legal and social justice issues arising in a developing country.
• guide and support students in identifying, developing and applying practical legal skills in Law & Development. 
• develop students' critical understanding of the role of lawyers in providing access to justice in a developing country.
• contextualise the study of law and student learning in the wide range of other law courses. 
• encourage, promote and validate student aspirations to promote access to justice and equality before the law specifically in relation to disadvantaged people and communities. 
• encourage students to critically consider the effect of the law and its ability to deliver and or facilitate justice in a developing country.

Students must apply to undertake this course. Please go to International Opportunities for application information.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. describe and critique how advanced knowledge and skills acquired through the study of law can be applied to support law & development
2. reflect on the operation of law in different global contexts
3. reflect on their personal motivation for studying law, their goals and career aspirations
4. apply a reflective and ethical approach in researching law in culturally diverse situations
5. reflect on, and learn from, their experiences individually and in collaboration with students and work colleagues
6. recognise and use culturally sensitive and appropriate communication
7. describe and distinguish a variety of justice issues with respect to law in developing countries
8. identify improved interpersonal skills, emotional intelligence and self-awareness of their own cognitive abilities and values
9. analyse the predicament of individual and group clients having regard to the operation of the law and the legal system
10. describe and critically assess a range of strategies to improve justice / social justice outcomes
11. identify and evaluate concrete and achievable ways in which they can promote access to justice and equality before the law
12. plan and present a research project, with some independence

Research-Led Teaching

The convenor will draw on his own research in international law, international development, social justice and legal skills development to mentor students in the course.

Jonathan's researcher profile is here.

Field Trips

There will be weekend excursions related to the learning experience in Cambodia. Excursions may include the following:

• Tuol Seng & Killing Fields
• Angkor Wat
• National Park

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Task submission times refer to Canberra time (AEST/AEDT).

Extensions, late submission and penalties: https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties

Deferred examination: http://www.anu.edu.au/students/program-administration/assessments-exams/deferred-examinations

Special consideration: http://www.anu.edu.au/students/program-administration/assessments-exams/special-assessment-consideration

Penalties for excess word length: https://law.anu.edu.au/current-students/policies-procedures/word-length-and-excess-word-penalties

Distribution of Grades Policy: https://law.anu.edu.au/current-students/policies-procedures/grading

Further information about the course: is available from the course Wattle page. Students are required to access the Wattle site regularly throughout the course for any announcements relating to the course.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Clinic start - tasks with external NGO partners in Cambodia Travel prep sessions	In-person mutual team activities on ANU campus On-line Zoom (for contact with external NGO partners)
2	Clinic - tasks with external NGO partners in Cambodia Travel prep sessions	In-person mutual team activities on ANU campus On-line Zoom (for contact with external NGO partners)
3	Clinic - tasks with external NGO partners in Cambodia	In-country in Cambodia
4	Clinic - tasks with external NGO partners in Cambodia	In-country in Cambodia
5	Clinic - tasks with external NGO partners in Cambodia	In-country in Cambodia
6	Clinic end - tasks with external NGO partners in Cambodia	In-person mutual team activities on ANU campus On-line Zoom (for contact with external NGO partners)
7	Assessments	Individual papers (ANU students)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage .

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Attendance and Participation in Scheduled Activities	0 %	*	*	2,4,5,6,8
Completion of Preparation Assignments	0 %	13/01/2023	*	1,2,3,4,5,6,7,8,9,10,11
Debrief & Reflective Journal	25 %	15/02/2023	01/03/2023	1,2,3,4,5,8,11
Participation	25 %	15/02/2023	01/03/2023	1,2,7,9,10,11,12
Research Essay	50 %	24/02/2023	13/03/2023	1,2,7,9,10,11,12

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Attendance and particpation is compulsory. Student must abide by the Student Expectations and Clinic Requirements .

Assessment Task 1

Attendance and Participation in Scheduled Activities

Details of Task: Students are required to attend and participate in the preparation, lectures, fieldwork and debrief seminars. The unit requires engagement by ANU law students with NGOs in Cambodia. The preparation seminars will provide background information regarding Cambodia. The debrief seminars will provide group reflection of the experience to guide learning.

Nature of Task: Compulsory. A student who fails to attend the required sessions without an exemption based on special circumstances will receive an NCN for the course.

Weighting: 0%

Assessment criteria: Attendance and participation is compulsory. If you are unable to attend a session, then you must provide medical documentation or demonstrate ‘exceptional circumstances.’ Student must abide by the Student Expectations and Clinic Requirements.

Assessment Task 2

Completion of Preparation Assignments

Details of Task: Students are required to complete preparation assignments. Further details of the task will be provided on the Wattle site from 1 January 2023.

Nature of Task: Compulsory. Due to the nature of the task, late submission or extension is NOT permitted.

Weighting: 0%

Release: Thursday 29 December 2022 via course Wattle site.

Due date: 5pm, Friday 13 January 2023

Assessment Task 3

Debrief & Reflective Journal

Details of Task: Students will maintain a reflective journal while in-country. The in-country reflective journal will record student reflections on the learning experience--both personal and professional--while in-country in Cambodia working with the external NGO partners. Students will present their reflections in a clinic debrief, most likely to be held on the ANU campus on Wednesday 15 February 2023.

Nature of Task: Compulsory and non-redeemable. Failure to complete will result in a mark of zero for this task. Due to the nature of the task, late submission or extension is NOT permitted.

Weighting: 25%

Word limit: 1,500 words. The ANU College of Law's Word Length and Excess Word penalties policy can be found here.

Due date: 5pm, Wednesday 15 February 2023 via Turnitin. Your submission must be made in a word processing file format (.doc, .docx). PDF files will not be accepted.

Estimated return date: 1 March 2023

Assessment Criteria:

Rubric

Activity	Excellent	Good	On the right track	Not yet satisfactory
Demonstrates personal responsibility for learning and growth	Takes personal responsibility for reflective learning, clearly considers goals and experiences, generates ways forward and evaluates own progress openly with an ability to ‘stand back’.	Takes responsibility and links learning goals with future personal action.	Partly identifies learning goals, and/ or partly links with personal action.	Entry not clearly linked to personal learning goals, shows no or limited understanding of personal action and responsibility.
Considers different perspectives and possibilities and/ or values.	Identifies principles to decipher competing views and perspectives. Articulates a personal position by linking them together.	Weighs an idea or perspective and can justify personal decision-making and actions. Student recognises competing interests.	Descriptive or anecdotal thinking with limited use of alternative perspectives.	Black and white thinking. Dependent on one view and cannot speculate on either values or different perspectives.
Clarity of expression	The language is coherent and expressive. Explanation of concepts and context makes sense to an uninformed reader. Fluent, articulate sense of a journey.	Minor, infrequent lapses in clarity and accuracy. Clear explanation of the issues/ challenges.	There are lapses in clarity and accuracy. Adequate explanation of the issues/ challenges/ ideas.	Language is generally unclear and confusing. Concepts are either not discussed or are presented incoherently. Oversimplifies ideas.
Analysis	The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or concepts covered in the course. Analysis is coherent and insightful.	The reflection demonstrates a coherent analysis of the experience but analysis lacks depth.	Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis.	Reflection does not move beyond description of the learning experience(s).
Use of examples/ illustrations	Uses appropriate and thoughtful illustrations to demonstrate and make clear and effective links with the learning experiences.	Uses good examples and illustrations, which are partly linked to the learning experiences.	Uses sources, and illustrations linked to learning experiences, but the links are not clear.	Examples are not linked to what the student has stated is their learning experience in the course.
Connects experiences with the ideas in the course: fostering social justice and the rule of law in a developing country	The reflection demonstrates clear connections between personal learning experience and learning in the course	The reflection demonstrates some connections between personal experience and learning in the course.	There is an attempt to connect the experience and learning in the course, but only partly successful.	Doesn’t link with any learning experience in the course or the learning outcomes.

Assessment Task 4

Participation

Details of Task: Students will be assessed for their participation during the course, both in the weeks within Australia and the weeks in-country in Cambodia.

Nature of Task: Compulsory and non-redeemable. Failure to complete will result in a mark of zero for this task.

Weighting: 25%

Due date: 5pm, Wednesday 15 February 2023

Estimated return date: 1 March 2023

Assessment Criteria:

Rubric

Activity	Excellent	Good	On the right track	Not yet satisfactory
Engagement with audience in terms of tone, eye contact, pace and delivery.	High level of engagement and connection with audience through sophisticated and vital delivery. Communicates key points concisely and effectively with discerning use of time.	Effective engagement and connection with audience through well-developed skills for delivery. Mostly communicates key points concisely and effectively with efficient use of time.	Evidence of some engagement and sense or awareness of importance of connection with audience. Sometimes communicates key points concisely and effectively but does not comply with time limits.	Communicates with a limited sense of audience; and, with reliance on notes. Rarely communicates key points concisely and effectively, significantly under or over time.
Teamwork	Constructive collaboration supporting group productivity, efficiency, and cohesion. Highly supportive of others, willing to listen and address alternative perspectives. Consistently considerate of others and always polite.	Consistent effort to support group productively, efficiency, and cohesion. Somewhat support of others, mostly willing to listen and consider alternative perspectives. Largely considerate of others. Generally polite.	Marginal contributions to group productivity, efficiency, and cohesion. Little support for others, reluctance to listen and consider alternative perspectives. Inconsistently considerate of others and frequently rude.	Detrimental to group productivity, efficiency, and cohesion. Resistance to others, unwilling to listen or consider alternative perspectives. Inconsiderate of others and mostly rude.
Attentiveness & diligence	Attentive to instructions and mindful of detail in ways that helped foster a positive group experience in Cambodia.	Largely attentive and conscious of detail, some minor lapses that negatively affected group experience in Cambodia.	Inconsistent attention and only marginal awareness of details, contributed to negative group experience in Cambodia.	Inattentive and careless regarding details, primary driver of negative group experience in Cambodia.

Assessment Task 5

Research Essay

Details of Task: Students will be required to prepare a submission equivalent to a 3000 word research essay relevant to the work done for external NGO partners in Cambodia.

Nature of Task: Compulsory and non-redeemable. Failure to complete will result in a mark of zero for this task.

Weighting: 50%

Release: 14 January 2023

Word limit: 3,000 words. The ANU College of Law's Word Length and Excess Word penalties policy can be found here.

Due date: 5pm Friday 24 February 2023 via Turnitin. Your submission must be made in a word processing file format (.doc, .docx). PDF files will not be accepted.

Estimated return date: 13 March 2023. Late submission (without an extension) is permitted, although late penalties will apply.

Assessment Criteria:

Rubric

	Not Satisfactory	Pass [Adequate]	Credit [Generally Good]	Distinction [Mostly Very Good]	High Distinction [Excellent]
1. Argument and response to question	The question was not addressed; descriptive response to the task. Response on issues not relevant to the question.	Shows a limited understanding of the question. Provides limited argument and tends to be substantially descriptive in addressing the question	Contains an introduction and conclusion that addresses and resolves some aspects of the question. Intervening paragraphs provide some evidence and support for an argument that is consistent with the conclusion.	Contains an introduction and conclusion that addresses and resolves most aspects of the question. Intervening paragraphs mostly provide evidence and support for an argument. Argument is mostly consistent with the conclusion.	Contains an introduction and conclusion that directly addresses and resolves all aspects of the question. Intervening paragraphs provide evidence and support for a clearly focussed argument that is entirely consistent with the conclusion.
2. Research of scholarly/authoritative secondary sources. If relevant, also primary legal (case law and legislation)	No evidence of research; reliance on class materials, and/or, reliance on non-authoritative secondary sources.	Evidence of some systematic or effective research; research with significant flaws, errors, gaps in sources. Scholarly/authoritative materials that are marginally relevant or generally relevant.	Evidence of good systematic research including some depth and breadth of scholarly /authoritative sources Some specifically relevant scholarly /authoritative materials.	Substantial depth and breadth in research including most relevant scholarly /authoritative sources.	Extensive and comprehensive range of scholarly /authoritative sources.
3.Critical evaluation of material	No evidence of awareness of critical evaluation of material.	Limited critical evaluation of material. Consideration of different perspectives on one issue.	Some critical evaluation and consideration of several perspectives on more than one issue.	Critical evaluation of most material presented. Consideration and resolution of multiple perspectives on most contentious issues.	Critical evaluation of all material presented. Consideration and resolution of multiple perspectives on all contentious issues.
4. Structure including logical	Logical organisation and development of ideas not evident.	Some organisation and development of ideas.	Evidence of logical organisation of thoughts and development of most ideas.	Well developed and effective structure.	Skilful development of ideas in a sophisticated and effective structure.
5. Effective use of headings	Headings absent.	Limited headings. Headings not useful.	Some useful headings.	Many useful headings.	All headings used to enhance a clear structure.
6. Expression and written communication including use of legal terminology, spelling etc. Effective use of words and word limit to address key issues.	Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated. Insufficient length or significantly over-length.	Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology. Within word limit but disproportionate allocation of words to unimportant issues	Good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity. Allocation of words broadly consistent with importance of issues. Reasonably concise language.	Very good expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity. Effective use of words within the word limit according to importance of issues.	Polished and/or stylish written expression and communication of ideas throughout the paper. Efficient, economical and discerning use of words within the word limit to provide emphasis consistent with structure and argument.
7. Referencing and compliance with AGLC.	Footnotes absent or consistently non-compliant with AGLC.	Insufficient footnotes and/or many footnotes non-compliant with AGLC	Footnotes sometimes compliant with AGLC but also repeated errors.	Footnotes mostly compliant with AGLC. Minor errors.	Footnotes compliant with AGLC. No errors detected.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.
• Late submission is not accepted for tests or examinations.
• Late submission with an extension. To ensure equity for all students, the 5% penalty per working day for late submission of work does not apply if you have been granted an extension. Where an extension is granted, the revised due date and submission time will be provided in writing. Importantly, any revised due date is inclusive of weekends and public holidays. Regardless of which day of the week the revised due date falls on, students who submit after that date will be penalised by 5% of the possible marks available for the task per 24-hour period.  

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

All marks and feedback will be provided online by the return date listed in the class summary. 

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students